Self Reflection after the meeting

Inclusive facilitators will warm to this new way of thinking and working readily; others will take a long time to unlearn the habits of a professional lifetime. Key questions to ask yourself when considering your own practice and how person centred it is must include the following:

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WHAT MAKES PERSON-CENTRED PLANNING WITH MAPS AND PATH SO VERY DIFFERENT FROM OUR TRADITIONAL WAYS OF WORKING WITH YOUNG PEOPLE AND THEIR FAMILIES?

“Person-centred planning is an event, not a document”

Pete Ritchie (2002)

The term ‘person-centred planning’ was coined to distinguish this approach to planning from approaches that are framed by what services are typically available – so-called ‘service centred’ approaches. People’s lives are seen to be managed by the service system within service-centred planning, whereas within person-centred planning the individual is given as much choice and control as possible and this includes who comes to the planning meeting, where and when it is held and, crucially, that the young person whose meeting it is – is always present. The questions asked and the conversations that lie at the heart of MAPS and PATH go well beyond the mandate of any support service, school or statutory agency. So MAPS and PATH are not a substitute for an IEP, a Health Plan an ISP or any other type of service plan. What MAPS and PATH do is provide an overall direction for a person’s life, thus enabling particular services to see their role in supporting this. At the centre of PATH and MAPS is a vivid focus on the young person’s dream for the futureand what it would take to be travelling towards this. Bringing this dream into view on the graphic is the first step in in the PATH process. It is followed by a step that works backwards from the dream by asking the group to imagine what positive and possible milestones towards the dream could have been achieved within one year.   The remainder of the steps within PATH are about the actions and the people that will be needed to make the desired changes. MAPS also puts the dream centre stage but has a variety of other steps and stages that lead to actions.

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Evaluation of use of PATH by Educational Psychologists – Margo Bristow’s Doctorate 2014

Evaluation of use of PATH by Educational Psychologists – Margo Bristow’s Doctorate 2014

This thesis presents the findings of an exploration into the use of PATH (a person-centred planning tool) by Educational Psychologists (EPs) with pupils excluded from school and/or in Pupil Referral Unit (PRU) or Alternative Provision (AP) settings. This group attracts considerable government attention as they are reported to face poor outcomes and reintegration rates from PRU to mainstream school are low.

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MUSIC TECHNOLOGY IN THE COMMUNITY

‘Has music technology made community music more accessible, more relevant and does it provide new aspirations for its providers and users. If so, How?’

Introduction:

Music Technology has been a vital tool in bringing people together since the birth of the gramophone in the early 20th century, which allowed families to gather round and listen to a record before Television was invented.

Hip-hop was a huge movement that was born because of the lack of traditional musical knowledge in the urban areas of New York in the late 70’s. People got access to microphones, drum machines, samplers and turntables and started their own thing, rather than playing guitars like the rest of the nation.

Beat it – provides new aspirations for young disabled people in and around Leeds, by giving them a stage, inviting them to join their band, and teaching them how to play instruments.

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Skills around the Person

Implementing asset-based approaches in adult social care and end of life care.

Great to see asset based approach being used in a real practical way in the UK! WE love this way of approaching children, adults and communities!

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Flawed Performance descriptors for use in Key Stage 1 and 2 – Consultation

Dear Colleagues,

The DfE is currently consulting until 18th December consulting on performance descriptors for use in Key Stage 1 and 2. These are flawed with a gap between those achieving P8 and the new category of being below national standards. It also contains the idea that many thousands of pupils with SEN and disability will be labelled as Being Below National Standard or Working Towards National Standard.

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What will it take to include any child in their local school? Supporting Ordinary Lives…

I was working with ‘Supporting Ordinary Lives‘ Motherwell Glasgow – a few months ago run by an inspirational team – Donna, Ashleigh, Laura and many others. Their approach to working with disabled adults is deceptively simple. What do you want to have a good life? Let us help you figure it out and achieve it! Families purchase this support and SOL deliver whatever and wherever they can you make a ‘good life’ closer to reality!

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Colin Newton

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